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Boulder Valley School District asks central office staff to step in as substitute teachers

Low overall unemployment rates plus a statewide teacher shortage likely are making it more difficult to find subs

By Amy Bounds

Staff Writer

Posted:
10/29/2018 09:28:02 PM MDT

Updated:
10/29/2018 10:33:35 PM MDT

Substitute teacher Elizabeth Mulvahill plays a math game Monday with student Gavin Schmidt at the Boulder Community School of Integrated Studies. (Paul Aiken / Staff Photographer)

Substitute pay

Boulder Valley School District

Full day: $100

Half day: $55

Full day, working Monday and Friday in same week: $140

Long-term: $140

St. Vrain Valley School District

Full day: $105

Half day: $52.50

Long-term (20th day): $157.50

Adams 12 School District

Full day w/one year sub authorization: $100

Full day w/one year sub authorization plus training: $120

Full day w/professional license or five-year sub authorization: $130

Full day w/current professional license and retired: $140

Long-term for retired teacher: $150

Source: BVSD

As new Boulder Valley Superintendent Rob Anderson visited schools as part of his 100-day plan to get to know the district, he encountered a common issue.

There often aren't enough substitute teachers available to cover all the teacher absences, especially on Mondays and Fridays.

"It didn't take very long to realize this was a real issue schools were wrestling with," Anderson said. "Based on what I was hearing, we needed to take some action."

While the district counts about 800 people in its substitute pool, he said, some work only on a limited basis, such as subbing at only a single school or even for a single teacher.

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Low overall unemployment rates plus a statewide teacher shortage also likely are making it more difficult to find substitutes, with those who want to work as teachers finding jobs quickly and not needing to substitute teach first, he said.

For schools, there also has been an increased need for subs as the district this fall started several new initiatives that require teacher training, including asking elementary teachers to start using new literacy materials.

Many teachers have needed substitutes in order to attend professional development workshops, Anderson said, making it difficult to fill all the requests.

To address the issue, the district is taking several steps.

One is to ask central office administrators with teaching and administrative licenses, as well as those who are willing to get a substitute license, to work as a substitute teacher for one day each semester.

Mike Gradoz, Boulder Valley's assistant superintendent of human resources, said those who aren't licensed also will have the opportunity to help out by taking on recess duty, working as a teacher's aide or helping in the office.

"We want to send a strong message to schools that they're willing to help support any way they can," he said. "I've had a lot of responses from central office staff who really want to help. They're excited."

Other planned measures include actively recruiting to expand the substitute teacher pool, limiting professional development on days that traditionally have higher teacher absences and paying more for certain days.

Substitute teachers who agree to accept assignments on both Monday and Friday in the same week will earn $140 a day instead of the usual $100.

Gradoz said Mondays and Fridays are typically the days with the most teacher absences, with up to 50 substitute requests going unfilled on a Friday.

Schools use a combination of strategies to cover classrooms, he said, from principals filling in to teachers giving up planning times to cover for a colleague.

Some schools also are encouraging parents to apply for a one-year substitute authorization to help out, he said.

He added that substitute shortages have been an ongoing issue in the district — and addressing substitute shortages is a common topic of conversation among human resources directors in the Denver area, with districts trying varying strategies with limited success.

Anderson said he's hoping a layered approach will make a difference.

Plus, he said, asking central administration to help out is as much about showing support to schools as it is solving a persistent problem.

"It's good for us to be in schools, for us to be a support system for schools," he said. "It sends a strong message that we're all on the same team. We're one district."

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